The third kind of students with dual exceptionality is the largest in population. These are the students whose abilities and disabilities cover each other. The students of this kind are educated in the general classrooms and are deemed unsuitable for the services prescribed to the students with learning disabilities or giftedness. These students are thought to possess average abilities. Despite the fact that the magnitude of performance of these students is considerably lower than it can potentially be, they perform good enough to pass and are hence promoted. However, as the level of difficulty of the education increases, these students start to be recognized for their learning disability, though the recognition for the giftedness is often a rare case. Experts have conventionally defined and interpreted the learning disabilities in different ways. Most experts have approved of the possibility of the co-occurrence of learning disabilities and the giftedness since no ultimate level of either of the two has been benchmarked in the past. The issues of defining the learning disabilities can be understood well with the review of the operational definitions made by Swanson (1991 cited in Brody and Mills, 1997). In his review, Swanson has discussed the issues including but not limited to specificity, discrepancy and exclusion. Learning Disabilities of Gifted and Talented Children.
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